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| Introduction and Research Methods | |
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| Introducing Psychology | |
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| What Is Psychology? | |
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| Origins of Psychology | |
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| A Brief History: Psychology's Intellectual Roots | |
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| What a Scientist Sees: The Biopsychosocial Model | |
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| Women and Minorities in Psychology | |
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| The Science of Psychology | |
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| The Scientific Method: A Way of Discovering | |
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| Ethical Guidelines: Protecting the Rights of Others | |
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| Research Methods | |
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| Experimental Research: A Search for Cause and Effect | |
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| Descriptive Research: Naturalistic Observation, Surveys, and Case Studies | |
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| Correlational Research: Looking for Relationships | |
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| Biological Research: Tools for Exploring the Brain and Nervous System | |
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| Getting the Most from Your Study of Psychology | |
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| Familiarization | |
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| Active Reading | |
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| Visual Learning | |
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| With Your Own Eyes: Improving Your Grade | |
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| Time Management | |
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| Distributed Study | |
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| Overlearning | |
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| Neuroscience and Biological Foundations | |
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| Our Genetic Inheritance | |
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| Behavioral Genetics: Is It Nature or Nurture? | |
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| Evolutionary Psychology: Darwin Explains Behavior and Mental Processes | |
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| Neural Bases of Behavior | |
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| How Do Neurons Communicate? | |
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| What a Scientist Sees: How Poisons and Drugs Affect Our Brain | |
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| Hormones: A Global Communication System | |
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| Nervous System Organization | |
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| Central Nervous System (CNS): The Brain and Spinal Cord | |
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| With Your Own Eyes: Infant Reflexes | |
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| Peripheral Nervous System (PNS): Connecting the CNS to the Rest of the Body | |
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| What a Scientist Sees: Sexual Arousal | |
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| A Tour Through the Brain | |
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| Lower-Level Brain Structures: The Hindbrain, Midbrain, and Parts of the Forebrain | |
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| The Cerebral Cortex: The Center of "Higher" Processing | |
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| Two Brains in One? A House Divided | |
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| Stress and Health Psychology | |
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| Understanding Stress | |
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| Sources of Stress | |
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| How Stress Affects the Body | |
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| Stress and Illness | |
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| Cancer: A Variety of Causes-Even Stress | |
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| Cardiovascular Disorders: The Leading Cause of Death in the United States | |
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| What a Scientist Sees: Type A Personality and Hostility | |
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| Post-Traumatic Stress Disorder (PTSD): A Disease of Modern Times? | |
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| Gastric Ulcers: Are They Caused by Stress? | |
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| Health Psychology in Action | |
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| Tobacco: Hazardous to Your Health | |
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| Alcohol: A Personal and Social Health Problem | |
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| With Your Own Eyes: Do You Have an Alcohol Problem? | |
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| Chronic Pain: An Ongoing Threat to Health | |
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| Health and Stress Management | |
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| Coping with Stress | |
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| Resources for Healthy Living: From Good Health to Money | |
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| Sensation and Perception | |
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| Understanding Sensation | |
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| Processing: Detection and Conversion | |
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| Adaptation: Weakening the Response | |
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| How We See and Hear | |
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| Waves of Light and Sound | |
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| Vision: The Eyes Have It | |
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| Hearing: A Sound Sensation | |
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| Our Other Senses | |
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| Smell and Taste: Sensing Chemicals | |
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| The Body Senses: More than Just Touch | |
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| Understanding Perception | |
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| Selection: Extracting Important Messages | |
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| With Your Own Eyes: Illusions | |
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| Organization: Form, Constancy, Depth, and Color | |
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| What a Scientist Sees: Perceptual Constancies | |
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| With Your Own Eyes: Color Aftereffects | |
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| Interpretation: Explaining Our Perceptions | |
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| States of Consciousness | |
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| Consciousness, Sleep, and Dreaming | |
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| With Your Own Eyes: Are You Sleep Deprived? | |
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| Stages of Sleep: How Scientists Study Sleep | |
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| Sleep Disorders: When Sleep Becomes a Problem | |
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| Psychoactive Drugs | |
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| Psychoactive Drugs: Four Categories | |
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| Altering Consciousness Through Meditation and Hypnosis | |
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| Meditation: A Healthy "High" | |
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| What a Scientist Sees: Meditation and the Brain | |
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| Hypnosis: Uses and Myths | |
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| Learning | |
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| Classical Conditioning | |
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| The Beginnings of Classical Conditioning | |
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| Fine-Tuning Classical Conditioning | |
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| Operant Conditioning | |
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| The Beginnings of Operant Conditioning | |
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| Reinforcement: Strengthening a Response | |
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| What a Scientist Sees: Partial Reinforcement Keeps 'em Coming Back | |
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| Punishment: Weakening a Response | |
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| Cognitive-Social Learning | |
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| Insight and Latent Learning: Where Are the Reinforcers? | |
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| Observational Learning: What We See Is What We Do | |
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| The Biology of Learning | |
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| Neuroscience and Learning: The Adaptive Brain | |
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| Evolution and Learning: Biological Preparedness and Instinctive Drift | |
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| Conditioning and Learning in Everyday Life | |
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| Classical Conditioning: From Prejudice to Phobias | |
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| With Your Own Eyes: Classical Conditioning as a Marketing Tool | |
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| Operant Conditioning: Prejudice, Biofeedback, and Superstition | |
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| Cognitive-Social Learning: We See, We Do? | |
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| Memory | |
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| The Nature of Memory | |
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| Four Models of Memory: An Overview | |
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| Sensory Memory | |
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| Short-Term Memory | |
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| What a Scientist Sees: Chunking in Chess | |
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| Long-Term Memory | |
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| Improving Long-Term Memory: Organization, Rehearsal, Retrieval | |
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| Biological Bases of Memory | |
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| Neuronal and Synaptic Changes in Memory | |
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| Hormonal Changes and Memory | |
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| Where Are Memories Located? | |
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| Biological Causes of Memory Loss: Injury and Disease | |
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| Forgetting | |
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| Theories of Forgetting | |
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| Factors Involved in Forgetting | |
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| Memory Distortions | |
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| With Your Own Eyes: A Memory Test | |
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| Memory and Eyewitness Testimony | |
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| Repressed Memories | |
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| With Your Own Eyes: Tips for Memory Improvement | |
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| Thinking, Language, and Intelligence | |
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| Thinking | |
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| The Thinking Brain: Making Connections | |
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| Cognitive Building Blocks | |
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| Solving Problems | |
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| Barriers to Problem Solving | |
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| Creativity: Finding Unique Solutions | |
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| With Your Own Eyes: Are You Creative? | |
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| Language | |
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| What Is Language? | |
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| Language and Thought: A Complex Interaction | |
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| Language Development: From Crying to Talking | |
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| Can Humans Talk to Nonhuman Animals? | |
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| Intelligence | |
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| Do We Have One or Many Intelligences? | |
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| Measuring Intelligence? | |
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| The Intelligence Controversy | |
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| Extremes in Intelligence: Mental Retardation and Giftedness | |
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| The Brain's Influence on Intelligence | |
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| Genetic and Environmental Influences on Intelligence | |
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| What a Scientist Sees: Family Studies of Intelligence | |
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| Ethnicity and Intelligence: Are IQ Tests Culturally Biased? | |
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| Life Span Development I | |
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| Studying Development | |
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| Theoretical Issues: Ongoing Debates | |
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| Research Methods: Two Basic Approaches | |
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| Physical Development | |
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| Prenatal and Early Childhood: A Time of Rapid Change | |
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| What a Scientist Sees: How an Infant Perceives the World | |
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| Adolescence and Adulthood: A Time of Both Dramatic and Gradual Change | |
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| Cognitive Development | |
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| Stages of Cognitive Development: Birth to Adolescence | |
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| With Your Own Eyes: Putting Piaget to the Test | |
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| Assessing Piaget's Theory: Criticisms and Contributions | |
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| Life Span Development II | |
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| Social, Moral, and Personality Development | |
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| Social Development: The Importance of Attachment | |
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| What a Scientist Sees: Attachment: The Power of Touch | |
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| Moral Development: Kohlberg's Stages | |
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| Personality Development: Erikson's Psychosocial Theory | |
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| How Sex, Gender, and Culture Affect Development | |
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| Sex and Gender Influences on Development | |
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| Cultural Influences on Development | |
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| Developmental Challenges Through Adulthood | |
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| Committed Relationships: Overcoming Unrealistic Expectations | |
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| With Your Own Eyes: Are Your Relationship Expectations Realistic? | |
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| Work and Retirement: How They Affect Us? | |
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| Death and Dying: Our Final Developmental Crisis | |
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| Motivation and Emotion | |
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| Theories and Concepts of Motivation | |
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| Biological Theories: Looking for Internal "Whys" of Behavior | |
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| With Your Own Eyes: Sensation Seeking | |
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| Psychosocial Theories: Incentives and Cognitions | |
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| Biopsychosocial Theories: Interactionism Once Again | |
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| Motivation and Behavior | |
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| Hunger and Eating: Multiple Factors | |
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| Achievement: The Need for Success | |
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| Sexuality: The World's Most Powerful Motive? | |
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| Intrinsic versus Extrinsic Motivation: Is One Better than the Other? | |
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| Theories and Concepts of Emotion | |
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| Three Components of Emotion | |
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| Four Major Theories of Emotion | |
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| Culture, Evolution, and Emotion | |
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| What a Scientist Sees: Polygraph testing | |
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| Personality | |
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| Trait Theories | |
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| Early Trait Theorists | |
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| The Five-Factor Model: Five Basic Personality Traits | |
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| With Your Own Eyes: Love and the "Big Five" | |
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| Evaluating Trait Theories | |
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| Psychoanalytic/Psychodynamic Theories | |
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| Freud's Psychoanalytic Theory: The Power of the Unconscious | |
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| Neo-Freudian/Psychodynamic Theories: Revising Freud's Ideas | |
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| Evaluating Psychoanalytic Theories: Criticisms and Enduring Influence | |
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| Humanistic Theories | |
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| Roger's Theory: The Importance of the Self | |
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| What a Scientist Sees: Congruence, Mental Health, and Self-Esteem | |
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| Maslow's Theory: The Search for Self-Actualization | |
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| Evaluating Humanistic Theories: Three Major Criticisms | |
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| Social-Cognitive Theories | |
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| Bandura's and Rotter's Approaches: Social Learning Plus Cognitive Processes | |
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| Evaluating Social-Cognitive Theory: The Pluses and Minuses | |
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| Biological Theories | |
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| Three Major Contributors to Personality: The Brain, Neurochemistry, and Genetics | |
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| The Biopsychosocial Model: Pulling the Perspectives Together | |
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| Personality Assessment | |
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| Interviews and Observation | |
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| Objective Tests | |
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| Projective Tests | |
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| Are Personality Measurements Accurate? | |
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| Psychological Disorders | |
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| Studying Psychological Disorders | |
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| Identifying Abnormal Behavior: Four Basic Standards | |
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| Explaining Abnormality: From Superstition to Science | |
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| Classifying Abnormal Behavior: The Diagnostic and Statistical Manual IV-TR | |
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| What a Scientist Sees: Seven Psychological Perspectives on Abnormal Behavior | |
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| Anxiety Disorders | |
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| Four Major Anxiety Disorders: The Problem of Fear | |
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| Causes of Anxiety Disorders | |
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| Mood Disorders | |
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| Understanding Mood Disorders Major Depressive Disorder and Bipolar Disorder | |
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| Causes of Mood Disorders: Biological versus Psychosocial Factors | |
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| Schizophrenia | |
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| Symptoms of Schizophrenia: Five Areas of Disturbance | |
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| Types of Schizophrenia: Recent Methods of Classification | |
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| Causes of Schizophrenia: Nature and Nurture Theories | |
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| Other Disorders | |
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| Substance-Related Disorders | |
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| Dissociative Disorders: When the Personality Splits Apart | |
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| Personality Disorders: Antisocial and Borderline | |
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| How Gender and Culture Affect Abnormal Behavior | |
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| Gender and Depression: Why Are Women More Depressed? | |
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| Culture and Schizophrenia: Differences Around the World | |
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| Avoiding Ethnocentrism | |
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| Therapy | |
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| Insight Therapies | |
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| Psychoanalysis/Psychodynamic Therapies: Unlocking the Secrets of the Unconscious | |
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| Cognitive Therapies: A Focus on Faulty Thoughts and Beliefs | |
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| Humanistic Therapies: Blocked Personal Growth | |
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| With Your Own Eyes: Client-Centered Therapy in Action | |
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| Group, Family, and Marital Therapies: Healing Interpersonal Relationships | |
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| Behavior Therapies | |
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| Classical Conditioning Techniques | |
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| Operant Conditioning Techniques | |
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| Observational Learning Techniques | |
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| Evaluating Behavior Therapies | |
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| Biomedical Therapies | |
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| Psychopharmacology: Treating Psychological Disorders with Drugs | |
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| Electroconvulsive Therapy and Psychosurgery | |
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| What a Scientist Sees: Electroconvulsive therapy (ECT) | |
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| Evaluating Biomedical Therapies | |
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| Therapy Essentials | |
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| Therapy Goals and Effectiveness | |
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| Cultural Issues in Therapy | |
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| Women and Therapy | |
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| Institutionalization | |
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| Social Psychology | |
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| Our Thoughts about Others | |
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| Attribution: Explaining Behavior | |
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| Attitudes: Learned Predispositions toward Others | |
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| Our Feelings about Others | |
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| Prejudice and Discrimination | |
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| Interpersonal Attraction | |
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| What a Scientist Sees: Love Over the Life Span | |
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| Our Actions toward Others | |
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| Social Influence: Conformity and Obedience | |
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| What a Scientist Sees: What Influences Obedience? | |
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| Group Processes | |
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| Aggression | |
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| Altruism: Helping Others | |
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| Applying Social Psychology to Social Problems | |
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| Reducing Prejudice and Discrimination | |
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| Overcoming Destructive Obedience: When Is It Okay to Say No? | |
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| Statistics and Psychology | |
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| Answers to Self-Tests | |
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| Glossary | |
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| References | |
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| Credits | |
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| Name Index | |
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| Subject Index | |